
izing the 




R. D. Chadwick. 



-J 1 -] Li _» 






By 

i(& ©emu "Sh^fhjfi/Q 



Head History Department, Emerson School, 
Gary, Indiana 



Printed in April, 1915, History Teachers' Magazine 



Emerson Press, Gary, Ind 



^\W 






CoPVRiGHT, 1915, R, D. Chadwick 



APR 29 1915 




Temple of Jupiter, Juno and Minerva 

THE attempt has been made to build a model of the 
above temple. A picture of which is found on 
page 459 of Botsford, "History of Ancient 
World." I have made the following changes: The 
original has Corinthian captials. 1 have Ionic. I 
have changed the frieze a little, and have left out all 
figures, such as the horses on the roof and the women 
on top of the columns on the steps. I have had to use 
my own ideas in some places, as the picture was not 
very plain. But I think from this you can get an idea 
of how a Roman Temple was constructed. 

L. H. Cowan, '14. 



SOME FEATURES OF THE HISTORY WORK 

We have found that if the work can be made of social 
value, that the interest of the pupils is enlarged, and the greater 
the interest, the greater is the incentive to work, and to do bet- 
ter work. If a pupil is led to see that his work will be of value, 
not only to himself, but to the other pupils, or that his work 
will be of value to his parents, and to other men and women 
that he knows, then his desire to do good work is kindled. How 
we are doing this in history, civics, and geography, is as fol- 
lows : 

For several years a sand table has been a part of the reg- 
ular equipment of the history department. On this, various 
assigned students of the two upper grammer grades are as- 
sand Table. slgucd to rcproducc the topography of some local- 

ity which is being studied in history, or geography, or per- 
haps both. The latter was the case with a recently constructed 
relief map of a part of western Europe. Those assigned to 
do it took great pride in doing the work, and their eyes showed 
their pride when the sand table was discussed in class. The 
battlefield of Gettysburg can be made very vivid by showing 
the various places of interest on that historic field of battle. 

In the spring of 1912 when we were using our first sand 
map of the Gettysburg battlefield, the following incident took 
place. It shows the possibilities of this simple piece of ap- 
A Sand Map paratus in making some parts of history clear 
Makes Clear aud real, aud it shows an unsolicited, and an im- 
pieture. persoual estimate of the value of the results. Two 

days were taken to describe the incidents leading up to the 
battle, and the battle itself, basing my talk upon the clear de- 
scription given in Rhodes' History of the United States, Vol- 
ume IV. The members of each class taking the work sat or 
stood around the sand table where they could see it clearly. 
The day following the completion of the oral description I 
called upon a little girl near the center of the room to tell the 
story of the battle. She started out without hesitating at the 
beginning of the series of events leading up to the battle. 
Hardly had she begun, when nearly twenty men came into the 
room and ranged themselves along the front and side. She 



glanced up, lier voice trembled a little, then her eyes sought 
mine, and she evidently saw a message there, ''do your best." 
She did not take her eyes away from mine during the follow- 
ing minutes, perhaps ten, she did not miss an important point 
in the narration, it was clear to her, and she made it clear to 
every one in the room. She sat down. The men filed out, but 
before the door closed, we heard something that sounded like 
this, "that is the finest history recitation I ever heard." The 
youngsters heard it too, so I know that it was not my own 
thought. We learned later in the day that we were being vis- 
ited by the superintendents of the city schools in Wisconsin. 
The parents of this little girl came from Hungary. She is 
now in my most advanced high school class, and last year as 
a sophomore she took first prize in the Lake County Inter-Scho- 
lastic Oratorical Contest. I remember this above all of my ex- 
periences with the sand table, and never have I been disap- 
pointed with the results. 

The Panama Canal can be more readily understood and 
rememl)ered after it lias been constructed in sand, and others 
might be mentioned. 

While the sand table is largely used with the seventh and 
eighth grade pupils, not so with maps and charts. A few years 
ago students of the high school classes were assigned special 
Maps and maps, aud many fine maps were made. They 

Charts. were too small to be used in the recitation, and 

could only l)e ])reserved by filing them away out of sight. They 
aided only the pupil who made them. For several years our 
high school students have constructed many wall" charts and 
maps illustrating many phases of Ancient, Medieval, Modern, 
American and South x\merican history. They last many years 
the same as do expensive maps and charts which are pub- 
lished. Usually they are assigned to a student as a special 
problem, the same as a special report is assigned to be writ- 
tea from research work in the library. Many students enjoy 
drawing, and history can attract their interest in this way — 
and very profitably. The student who has made a creditable 
map showing the migrations of the Germans will have a more 
vivid picture of the situation than the student who has worked 
out a written report, and it will stay with him longer. We 
are using ma])s that were made three years ago, thus proving 
that the work was of social value. 

The idea of making cloth wall maps and charts did not 



come to me from reading Cliamiing, Hart and Turner's 
"Guide," or other standard works on "How to teach history," 
One waT of ^''^^^ rather from the fact that liefore I went to 

Making a college, and after too, when at home, during the 

nail Chart. summer vacation, I used to use "sign cloth" in 

my father's retail store. AVe hought a few yards of sign cloth 
at eight cents a yard, and tried it out in the history room. 
I Our first map was "Europe at the height of Napoleon's 
\ Power. " It was a success. Sign cloth will take drawing ink 
"Alright, but has its disadvantages when an erasure is necessary. 
No'w as to the way a map is made, we find that the following 
is one of the easiest, namely, mark off the map you wish to 
reproduce in one inch or one-half inch squares, then figure how 
many times the small map is capable of being enlarged; the 
only limitation is the size of the material upon which 3"0u are 
intending to draw the map. Supposing that you find that the 
large map will be six times as large as the vsmall one, then lay 
out a rectangle six times as large, and reproduce the squares 
upon the same enlarged scale. Make the outline with a pen- 
cil, then ink it, letter it, and color it. This latter work will be 
improved with each succeeding map. Ordinary drawing cray- 
ons serve excellently for coloring. The flat card writer's pen 
is invaluable in making wide lines and large letters. Before 
coloring the map, it will look better if the squares are erased, 
and this will be an easy task if they were put on lightly with 
a hard lead pencil. 

As I intimated above, sign cloth has its disadvantages. "We 
discovered that paper companies make a cloth used by the 
printer or book-binder in plain white and light shades that is 
Materials Used, in evcry way the superior of sign cloth. By buy- 
ing it in the bolt it costs twelve or fifteen cents a yard. An- 
other method is to use a good quality of paper — not too heavy 
or stiif, and then paste it upon mu«lin. The map or chart is 
mounted by strips at top and bottom. A series of maps on the 
same subject may be mounted at the top only. 

Blue Print If desired charts and maps may be traced on 

Charts. tracing paper and then a blue print or blue prints 

made. By printing upon cloth, a ver}^ durable map is the re- 
sult. A white print is secured by the Vandyke process. 

Of the same type of work is the Roman Temple which 
was constructed in 1912 by a student of Eoman history. It is 



al)oiit five feet in length, and stands in the hall opposite the 
A Roman hlstoi'v room. It is our "barber sign." It is 

Temple. r^|gQ j^iore than that. It is invaluable to show the 

construction of Greek and Roman temples, and the modifica- 
tions made by the Roman. Many pupils of all grades stop and 
look at it every day, and they have done so for three years. 
The boy who constructed it saw a model city of Rome on ex- 
hibition at Chicago, and upon being asked if he could not re- 
produce something of the sort, he said that he thought he could, 
and he did. 

Recently a class in Modern history studied the history of 
tlie rise and decline of the Turkish Empire. Then the class 
wrote accounts of it, and the three best were selected to ap- 
Newspaper pcar 'u\ tlic three Gary daily papers. By so do- 

Articies. j,j^.^ their work was of value to the community, and 

it served as an incentive to get the work well done. Other 
articles of like type have been written, and printed in the daily 
papers, history department Inilletins, and the student pu1)li- 
cation. 

History work cannot be adequately carried on without 
numerous written and oral reports. Live subjects are assigned 
in these classes for oral reports, with the understanding that 
viiditorium if they are of sufficient merit, that they will l)e 

KeportN. given in the auditorium liefore four or five hun- 

dred pupils, many of whom may not be taking history, but who 
thereby are benefited l)y our work, and perhaps interested in 
it. The report so given has a marked social value. The audi- 
torium is an unmitigated blessing to eifective history work. 

Subjects '^^^* ^^^ more concrete in regard to tlie vitaliz- 

Discussed In iuir infiuence of the auditorium upon history re- 
Auditonum. ports aud debates, we will give a few of the sub- 

jects which have been discussed by history students before the 
auditorium audience: 

Debates — 

Resolved, That Germany was the aggressor in the pres- 
ent war. (Modern Historj^ Class.) 

Resolved, That immigrants should be able to read. (An- 
cient History Class.) 

Resolved, That Lee was a greater general than Grant. 
(Eighth year U. S. History Class.) 

Resolved, That Indiana should have a new constitution. 
(Civics Class.) 




Temple of Jupiter, Juno and Minerva 

THE attempt has been made to build a model of the 
above temple. A picture of which is found on 
page 459 of Botsford, "History of Ancient 
World." I have made the following changes: The 
original has Corinthian captials. I have Ionic. I 
have changed the frieze a little, and have left out all 
figures, such as the horses on the roof and the women 
on top of the columns on the steps. I have had to use 
my own ideas in some places, as the picture was not 
very plain. But I think from this you can get an idea 
of how a Roman Temple was constructed. 

L. H. Cowan, '14. 



Resolved, That Gary should be made a second-class city. 

(Civics Class.) 

Oral Reports — 

(1) The Irish Question. 

(2) Growth of the British Empire in South Africa. 

(3) How Japan became a world power. 

(4) The Balkan War. 

(5) Recent Social Legislation. 

(Above from the Modern History Classes.) 

Oral Reports — ' 

(1) The Persian Invasion. 

(2) Architecture of Greece and Rome. 

(3) Home life of the Ancient Greeks. 

(4) Sports in Athens and Rome. 

(5) Hannibal. 

(Above from the Ancient History Classes.) 

Special Programs — 

(1) Washington's Birthday. (Eighth grade.) 

(2) Lincoln's Birthday. (Eighth grade.) 

(3) A Newspaper. (Each pupil in a class gave the news 
of a department.) 

(4) Illustrated program : The Capitols of the Countries 
at War. 

(5) Student Council campaigns. 

Studies of local civic concern are of marked immediate 
value to the community, if they can be diffused among the cit- 
izens. They are ultimately of value to the community, by hav- 
A Park ing intelligent citizens as the product of the 

nuiietin. schools. Where you get both immediate and fu- 

ture results at the same time then the work must be doubly 
valuable. In connection with study of Modem Europe, one of 
our classes is working on the problem of municipal betterment. 
One phase of this is adequate parking facilities. Starting from 
Gary, this class is studying parks, and will publish its special 
research reports in a bulletin. Other departments of the school 
are making their work of intrinsic value to the individual and 
community, and the history department will not be left out. 
This is only a beginning of what the history department hopes 
to do in this practical line of work. Kings and queens may 
die, but the problems of the American city are going to be in- 
creasingly of great importance. This work is of the utmost 
social value. 



CONTEMPORARY HISTORY. 

During the past three years there have been disorders, 
convulsions, and tumult within and among the nations of the 
world. For example, the Balkan Wars, the Mexican situation 
Directing the aud tlic prcscut Europeau struggle. We have 
Interest. fouud that the interest in affairs that has resulted 

from these conditions has turned the attention of the pupil of 
the upper grades, and the student of the high school, to the 
newspaper and magazine without any direction by teachers. 
The interest so kindled should be directed. It should be di- 
rected to other subjects than war. It forms the most stimulat- 
ing basis for studying the causes of war. such as commercial 
and industrial development, nature of the governments, race 
jealousies and animosities, and cultural development. In 1912- 
1913 my classes in modern history were anxious to study the 
past of the Balkan peninsula in order to understand the rea- 
son for the alliance against the Turkish Empire. In 1913-1914 
a like interest was kindled in the history of Mexico, and Amer- 
ican relations with the Spanish-American republics. During 
the autumn of 1914 the study of the past two centuries of West- 
ern European history was conducted without effort because 
of the interest in the Great European War. 

Pictures from magazines and newspapers have been 
mounted and are being preserved. One of the Chicago papers 
lias been issuing a series of (loul)le page maps, full page por- 
preservation tralts, aud like interesting data, which we have 
of Data. mounted and will retain in our collection of illus- 

trative materials. A few newspaper headlines, cartoons and 
pictures mounted and preserved will be very valuable a few 
years hence, to sliow that what the manuals describe were real 
events. 

There are various methods of handling contemporary his- 
tory. Bulletin boards are valuable for displaying noteworthy 
clippings. One of the seventh year classes has kept a bulletin 
How Bulletin l)oard full of clippings classitied as follows: For- 
Board iH Used. (>ioji news ; American news: (United States, 
North and South America); state news; city and county; pic- 
tures and cartoons. Another liuUetin board is used for edi- 



torials and news of especial value to a topic being studied, as 
for example : parks. 

Special reports from newspapers and magazines have al- 
ways been a satisfactory method of encouraging magazine and 
newspaper reading, and directing it into the proper channels. 
Concrete Duriug the year 1914-1915, the Ancient History 

Kxampies. class has bccu devoting each Friday to contem- 

porary history. A weekly digest of ten events is kept in the 
history notebook. They are arranged as follows : 1. Foreign 
events. (Three) ; 2. National. (Three) ; 3. Local. (Four). A 
summary of each event is written together with the reference. 
Fifteen or twenty minutes of the Friday period is given up to 
reading notes, and an analysis of what was most noteworthy. 
The rest of the time is taken up with reports upon assigned 
magazine articles, especially from the Literary Digest, the Out- 
look, and the Independent. An occasional debate is assigned 
upon a current topic of interest. The best of the reports and 
debates are given in the auditorium. 

For several months this class subscribed for the Independent, paying 
five cents for each copy. This magazine has published several pamphlets 
full of good ideas upon the use of magazines in history classes. One of the 
most helpful articles upon the subject was published in 
From the the Outlook for August 26, 1914. It has always been my 

Maiu;-aziDes. belief that newspapers and magazines try to give the peo- 

ple what they want, and these magazines have correctly 
come to the conclusion that there is a growing demand for training in the 
use of the magazine and newspaper. It follows then, that if we teach a 
child to prefer the substantial and not the sensational news, that the man 
and woman of tomorrow will demand and get better and cleaner news- 
papers and magazines. 

Am.erican history, civics, modern European history and eco- 
nomics cannot be adequately studied without constant use of 
magazines and newspapers. Neither should an Ancient His- 
j,^„. ^^ tory class be allowed to go through a year upon 

iinndioap a a dict fi'om five thousand to eight hundred years 

student. ^^ ^^.^ without somc attention to contemporary 

men and affairs. Suppose the boy or girl leaves school after 
liis year of Ancient History, or does not elect history again, 
he is hopelessly handicapped, if he goes out into the world with- 
out some instruction in the present and the literature of the 
present. From what has been said above, it will be seen that 
we l)elieve that the study of contemporary history is a vitaliz- 
ing force. 

HISTORY GAMES. 

Some time back we discovered that some of the pupils of 



the grades were carrying around in tlieir pockets soiled packs 
of cards. The one that we preserved and have on file is the so- 
A Recent Called game of "Old Maid." This belonged to 

i^xperiment. ^ scventh ycar youngster. He belonged to a class 
which met for history work the last hour of the day. Several 
expedients were used to enliven the period, and the captured 
pack of cards led to trying out a game of "Explorers." Sev- 
eral games were devised to be played by the pupil when alone, 
and two or more may play a game similar to the game of 
"Authors." The tables in the history room are admirable for 
this sort of activity, and each youngster enjoyed it from the 
beginning. One day each week is given to the game. Each 
pupil made his own pack, and on game-day he always brings it 
in. 

The next period that will be vitalized will be the colonial 
period, 1607 to 1763. The game will be known as the "Game 
of Colonies." Next will come the "Revolutionary Game"; fol- 
prosrressive lowcd by "Statcsmcu"; "Treaties"; "Inven- 

rames. ^^Qj^g M . . ; ^^^^ Tcrritorlcs " ; " Soldiers ' ' ; and the 

like. The play instinct can thus l)e directed and used in mas- 
tering much valuable information which every child sliould 
know. Our experience tends to show that games properly su1)- 
ordinated and directed increase the interest in history work. 

THE STUDENT COUNCIL. 

The Student Council is an institution wliich has helped to 
vitalize our civics work. It is more than an institution of social 
value. It is a means of studying some of the most important 
Teaching by Icssous of good govemmeut by the laboratory 

Laboratory Uiethod. 

Method. 

What the Student Council is, may be gained 
by quoting from an article written by a boy for the high school 
paper in March, 1914 : 

"The object of organizing the Student Council in the Emerson School, 
was not for the purpose of 'bossing' or ruling the school, for such a thing 
would be impossible, but the purpose of this body is to look out for the 
interests of the students. As the constitution of the Stu- 
stiident Article. dent Council states, 'the object shall be to centralize the 
activities of the student body, to increase the school spirit, 
and to encourage high standards in all phases of school endeavor.' 

"In the first place, the organization of the Student Council gives the 
students valuable practice in civic training. Voting is a very important 
act, one which every citizen must do. Many people do not realize its im- 
portance when they cast their ballots. Another fact which many people 
do not realize, is that every boy and girl is a citizen. Therefore, it is ex- 



Emcrsojn ScSiool 2:i!scti®mjU©v. 4, 1913 




H 


v.. BLA>4KENBUK(; 
Junior 


S 


1 KLINE 
Jun.or 


B 


A. CASPER 
Sophomore 


H 


M. KYLE 
Sophomore 


H 


J KYLE 

Freshman 


a 


L IIALLA'.VAI- 
Freshman 


H 


R. McLENNAN 
8Ui Grad. 


B 


G. JONES 
8th Grade 


NOTE 1,1 
Candidate yc 


voting a split ttckft ptt 



The Ballot used 

in the first 
Student Council 

Election, 
November k 1913 



pedient and necessary that every boy and girl should be taught correctly 
in regard to voting. A voter should know M^hat candidates he wants to 
vote for as the best representatives of his idea of the public good. He 
should inquire about them and find out whether they have been honest and 



The ballot used 

in the second 

Student Council 

Election 

November 3, 19H. 



^ BALLOT 

Emerson School EecUon. November 3, 1914 




PROGRESSIVE 



D 
D 
D 
D 

a 

D' 

D- 

D 

D' 

D' 



D' 



D 

D* 



DEMOCRAT 



efficient, should learn their arguments, and see what policies they sup- 
port. He should be thoroughly convinced of their qualities himself, and 
should not depend entirely upon the advice of others. 

"For these reasons the Student Council campaign and elections give 
valuable training. Our first election^ was held in November, 1913, on the 
same day as the municipal election. The two strong parties in the city 
election were the Citizens' and the Democratic. The same parties were 
represented in the school election. The followers of these respective par- 
ties, in the eighth to the twelfth grades, held preliminary meetings, and 
each class nominated a girl and a boy as candidates. Each party elected 
a campaign manager, who arranged a program for the campaign, during 
which the candidates made speeches, telling their views, and giving argu- 
ments upon their policies. The election offered still more profitable train- 
ing. It is doubtful if more than a small percentage of the students in 
the school knew how to cast a ballot. Ballots were printed by the school 
press, booths erected, judges appointed, and the election was carried on 
in an orderly manner. This gave the students the actual experience of 
casting ballots. 

"The ten students elected to the Student Council, one boy and one 
girl from the eighth to the twelfth grades, respectively, then elected offi- 
cers and adopted a constitution. ..." LEWIS STONE, 

First President of Student Council. 

NEWSPAPER UPON THE SCHOOL ELECTIONS. 

"Election of councilmen is taking place at the Emerson School today. 
Yesterday the candidates made campaign speeches in the Auditorium. Ber- 
nard Szold, the candidate for the Citizens' party, made one of the strongest 
speeches of the morning. 

The 1913 " 'If our side wins as it is sure to do,' he declared, 

loieotion. 'such matters as have been dangling will be attended to 

at once. Take for instance the matter of our school mon- 
ograms. Some of our local sporting stores have been selling the emblem 
for which we have to work so hard in the field and in the gym to anybody 
and everybody. Shall we who are ready to give our whole strength and 
energy, to fight until we are exhausted and ready to drop for the sake ot 
school victory, stand idly by and see our colors being sold to whomever 
has the price? I have protested, so have many others who know what it 
means to fight for our gold and gray, but it has been of no avail. If the 
Citizens' party is elected, we will act at once upon this and similar issues, 
and you may be assured of a business-like, progressive administration.' 

"The purpose of the Council is to HOT ELECTION 

support athletics, direct social affairs, **■ vf Ji- mj mJ AJXJ M. ^\j X.J 

and general matters of school life. a»»t r\««'v^r«rM.rkm.-r 

The election is being supported by A 'I' |rM|rR>in]\I 

the teacher of civics, it is a part "••■• UiTlUilliOl/il 

of the school's general plan of supple- 
menting their regular classses with ' 

practical work in which the students ^q^ Debates Oil the Vital l^lat' 

will take an active interest. Returns x- « i. "^jr -^ ""' 

will be made today, and the pupils tCl* 01 SchOOl Moil" 

are as eagerly awaiting results as noTflma 

their elders in the city election. P Og^IaulH. 

(Gary Daily Tribune, November, 1913.) 



IN CHARGE OF CHADWIOK 

"Republicans," 

The 1914 "d e m o c r a t s"and ttrii*.:^^.^^> "n^.-!., >> nir i • 

Kieotion. "progressives," all Citizcns Party" Making a 

attending public school, are lining up Sfcrong* Figfht ill "Bitter" 

their forces for a battle on election day, #? . .. 

November 3. UOllteSt. 



The Card Announcing the Voters' Meeting 



now TO VOTE 

That the citizens of Gary may hear all sides of the issues in the campaign 
now on, a meeting for the citizens of all political faiths will be held 

FRIDAY EVENING, 7:45. OCT. 30, '14 

AT THE EMERSON AUDITORIUM 

THE PROGRAM: 

Why Vote the Democratic Ticket? ^'^^^r?w„fe''"''" 

Why Vote the SociaUst Ticket? ^an white 

Why Vote the Progressive Ticket? PastorofFir,tco!rJr"Jt,onaichurch 

Why Vote the Republican Ticket? ^- V.^^ToZy 

#Each speaker will be given thirty minutes for Jiis speech, and each has been asked to 
give a clear-cut answer to the question. 
This meeting is under the auspices of the Student Council of the Emerson School. Its 
aim is to help the busy citizen of Gary. Women and children are welcome. Remem- 
ber the time, the place, and the purpo.se: 

VOTE INTELLIGENTLY 






Gary Harbor —Arrival of Ore Boat. 

From "Brief History of the United States", by R' D. Chadwick, Kmerson Press, October 1913. 

(Price 'M)c postpaid). 




Blast Furnaces— Gary Works 



SCHOOLS PLAN 
FOR ELECTION 



Although the political struggle will 
come on the same day as candidates 
are battling for state and county of- 
fices, the school politics have noth- 
ing to do with the big affair, but 
it means as much at the Emerson 
school, because the councilmen who 

*'"nAmnrvrQt«!-" "PnyMiM4r»r,«'e. are to be elected are to administrate 
democrats, KepUbllCanS ^^^^^^. ^^ ^lie affairs of the school. 

and Others Have rp^^^ democrats have arranged a 

Candidates. campaign platform which has noth- 

ing about tariff and such things, and 

»m TPT vn^v A f«riTT-NTnTT t^'o candidates from the Eighth 

lU JCiLiJliUl A trUUJNOlii grade. Freshmen, Sophomore, Jun- 

ior and Senior classes are seeking 

■Platforms Are Drawn for Ad- votes. From nearly every grade 

.^4^- x„„.. r cf V. 1 there is a girl candidate for coun- 

miniStratlOn OI bCnOOl cllman. Following are the "demo- 

AffairS. cratlc" aspirants for office: 

Eighth Grade — John Knotts. 

Freshman — Randolph Hancock and Eva Dunlap. 

Sophomore — John Kyle. 

Junior — H. Carlton and Madge Kyle. 

Senior — G. Wilson and Flossie Kilbourne. 

In the platform of these candidates the following planks are incor- 
porated: 

Students' rights. 

National respect by schools. 

Stronger athletic support. 

Student and faculty cooperation. 

Stronger school organization. 

Interesting auditorium periods. 

Better school functions at a minimum cost. 

The Student Council which will be elected from one of the three "par- 
ties" will have charge of school entertainments after athletic events, audi- 
torium periods, supervision of invitations to school dances and other af- 
fairs, ai^d many ether items of school administration. 

"Political" meetings are to be held in the auditorium each day this 
week by the three parties in preparation for election Tuesday. — (Gary 
Daily Tribune, October 28, 1914.) 

The students themselves had these articles printed and 
used them as campaig'n material. Several candidates had the 
"campaign card" sometimes seen in municipal and other local 
All >iiist Be elections printed with a half-tone of the candidate 
Supervised. ^^^f\ g^j^ invitatiou to vote for him. Properly su- 

pervised, we helieve in this student organization as a vitalizing 
force for civic instruction. 

AN OUTGROWTH OF A STUDENT CAMPAIGN. 

After hearing the arguments of their own candidates given 
from the auditorium, it was logical that the value of hearing 
all sides of the political issues at one meeting should occur to 
The Voters' hoth tcaclicr and students. Accordingly a mass 

Meeting, 1914 meeting for voters was arranged. The city chair- 
men of the parties in the Novemher 4, 1914, election promised to 
send able speakers before this meeting. 



Ordinary voters v.iao have heard tariff and railroad rates, state ex- 
penditures, county bond issues, votes for women, new constitutions and 
scandals concerning the characters of the candidates bandied around until 
they cannot tell which party is the worst, are going to 
have a chance to hear the issues of each party stated in 
a clear and def rite manner, side by side, so they can take 
their choice, under the direction of the schools. 



\e^vspap«'r 
.»<«-oiini 
A nil on noi HUT 
the ^[eetins 



A big mass meeting at the Emerson school auditorium 
is arran?:ed for next Wednesday evening at which the re- 
publican, deinocratic, progressive and 
socialist parties will be represented 
by one speaker each. The speakers 
will be given thirty minutes in which 
to present the case of their parties. 

Mud siinging will be absolutely 
barred. The talks will have to do 
with the party the speaker repre- 
sents and not with the faults of the 
others, and it is hoped in this man- 
ner to give voters who really want 
to know the issues without plough- 
ing through tons of muck and mire 
may find what they are voting for. 

The plan was worked out by the 
student council of the Emerson 
school. This organization is con- 
ducted on political lines, officers be- 
ing elected on the same scale as a 
municipal election. The council is 



GO TO SCHOOL; 
LEARN TO VOTE 

Parties Present Issues Without 

Mud Slinging at the 

Emerson* 



PLAN MASS MEETING 



Four Speakers Clear Befogged 
Minds of Voters Wednes- 
day Night. 

composted of all the grades from the Eighth to the Twelfth, one boy and 
one girl being elected to represent each class. Caucuses are held and on 
November 3 of each year an election to choose a president and other ofR- 
cei's is held. 

The council meets each week and has charge of school affairs in 
general, supervises invitations to school dances, provides entertainment 
at auditorium periods and other entertainments. Louis Kuss, represent- 
ing the juniors, is president. His successor and other officers will be 
elected on November 3. 

Prof. R. D. Chadwick, who has been assisting the council in the arrange- 
ments for the voters' meeting next Wednesday, has already received promises 
of speakers from the democratic and socialist parties and the republican 
speaker will be secured today. The progressives will be interviewed today, 
and asked to send a speaker to the meeting. The public will be welcomed 
to the meeting. — (Gary Daily Tribune, October 22, 1914.) 

Tlie rosnlts of tins meeting' were all that could be desired. 
The main floor of the auditorium was filled with an audience 
of about seven hundred; of this number five hundred were 
voters. The students had decorated the platform 
appro])riately with the stars and stripes. The 
speakers spoke earnestly and with digTiity. At least five hun- 
dred voters were able to vote more intelligently than would 
otherwise have been the case. We believe that the voters will 
welcome meetings of this kind in the future campaig^ns. The 
students felt that they had done something of social value. 



Meeting a 
.'^ueoess. 



If anybody has not the issues of the four parties in 
KoivspnptT the field firmly and clearly fixed in his mind as the elec- 

Acoount of tion approaches, it is his own fault for last night at the 

:>ieetiug. Emerson school, the claims of the four parties were 

presented side by side so that all might choose intelligently 
one of them. 

The meeting, one of the most 



VOTERS TAUGHT 



unique that has ever been held in 

connection with a heated campaign, iir\m-BTii * f« tn^mw ^jr^m 

Avas under the auspices of the stu- ^^HllVV A I ^1 HI III 1 

dent council of the Emerson school. "v »l £i i Ovll\/\/ Ll 

They threw open the auditorium, 

and invited every voter in the city 

to come and hear the claims of all Nearly 1,000 FlOCk tO EmerSOIl 
parties presented clearly, concisely 

and without clouding the main tO Hear Speakers Of 

issues. ... p . 

The auditorium was packed and it -^^ irartieS, 

is estimated that nearly one thousand — 

voters listened eagerly to all of the MAYOK. IS APPLAUDED 

exponents of the four parties. , _ 

Mayor R. O. Johnson Presented ^^ Approval Of Clear Ex- 

the republican case in a remarkably -^-f^ 

clear and masterful speech. A storm planation Of Republi- 

of applause greeted him after he 

had finished his address. CaUlSUL 

Dan White, a socialist speaker of Chicago, was an eloquent orator 
and outlined the socialist views concisely. Rev. Eric I. Lindh told why 
he believes the progressive party should receive the people's votes and 
Attorney George B. Hershman, of Crown Point, presented the democratic 
side in a thorough manner. 

Teaching voters how to vote by giving them a chance to know what 
the parties actually stand for has never before been done by a school, 
but as it vas considered an educative rather than a political meeting it was 
sanctioned by the school authorities. 

R. D. Chadwick, the head of the history department, planned the meet- 
ing and it was carried out by the student council. — (Gary Daily Tribune, 
October 31, 1914.) 

STUDENT ESTIMATE OF COUNCIL 

The Student Council of the Emerson school has been organized now 
for over a year, and it has established beyond a doubt that it is here 
to stay. The Council has shown in its different activities and duties that 
it is worth while, and the students of the school realize 
(omnieut of an that it is uo longer an experiment, and it is respected 
«'x-i're.sident of accordingly. 

It is very important as an instructive organization, as 
it enables the students, both boys and girls, to learn to 
vote, which is extremely necessary, as I believe the time is not far ofi 
when the girls will cast their ballot for the policy of our government as 
well as the boys, and there are not many citizens of the United States 
who can vote intelligently, because of the lack of proper instruction. The 
Student Council eliminates this, and teaches all students to vote intelligently, 
as the campaign and election of candidates is carried on precisely the same 
as in municipal elections. 

The object of the Student Council is to work for the welfare of the 
school and students, and it has accomplished much in spite of all the 
obstacles that any new organization must surmount, and has done some 
very fine and successful work. 

The Student Council takes charge of the auditorium periods, elects 
a president and secretary every month for them, and this gives the students 
elected to these positions a fine training, and especially in the controlling 



of themselves. For example: A boy who may be a little careless in his 
conduct, may be elected to the presidency of an auditorium period. He 
naturally tends to set an example for other students while he occupies 
the chair, and the feeling of pride in his honorary position will stay 
with him after his term of ofRce expires. 

A program for the raising of the flag has been successfully carried 
out, and it will tend to make the students more enthusiastic patriots. 

There are ten students elected to the council, one boy and girl from 
the Eighth to Twelfth grades, inclusive. The council holds meetings every 
Tuesday in Room 208 at 11:00 a. m., and are presided over by the 
president, who is elected by the members. He presides according to a 
regular order of business. 

During the campaign, great rivalry exists between the respective 
candidates, speeches are made and answered, each party has a manager 
and a platform. The interest of the students is very keen. The students 
hear each platform expounded, and why they should cast their ballot 
a certain way. They always hear each candidate, and as the candidates 
are all well known, no one is sure who are the lucky ones until the 
votes are counted. Each election room is presided over as in the city 
elections, and everything adds to the students' instruction, both as voters 
and as election officials. 

After the votes are counted, and the lucky candidates are congratulated, 
the old council turns the business over to the new. The old members 
make little talks, and the new members take their places Good feeling 
prevails between the defeated candidates and the newly elected. One of the 
former, 1 can truthfully say that although the defeat is keenly felt, we 
feel ihat we have done our best. The winners were the choice, of the 
ma.iority, and we have nothing but the best of wishes toward the success 
of the lucky candidates and a successful year for the council. 

The members of the Student Council desire to benefit the school and 
students, and to do good, earnest, conservative w^ork, and with the co- 
operation of the faculty, there is not a doubt but that the council of future 
years will be an indispensable organization of the school. — L. D. Kuss, '16. 

EQUIPMENT OF THE HISTORY LABORATORY. 

Tlie history room slionld be a laboratory for the study of 
liistory as much as the Chemistry room is a laboratory for the 
study of Cliemistry. The History room of the Emerson School 
HiHtory is oqulppcd with twenty tables, five feet long, and 

Tables. from twenty to thirty inches wide. Thus the first 

thing that is noticed upon entering the room is that the conven- 
tional desk is missing. A table of this size enables students 
to make charts and maps as well as if they were in a drafting 
room. It also gives the greatest flexibility in seating. The 
front tallies easily seat four or five, and tlie others three, al- 
though as a ruh^ two sit and work at each table. Should one 
sTudent want a whole table for his chart, the others may easily 
go to another taMo. These tallies were designed and built in 
the Emerson shops. 

The wall s]jace of the room is usually occupied with illus- 
trative material — maps, charts, pictures and the like. The rear 
end of the room is wired so that pictures may be easily hung 
Is,- of Walls. 11]). The wall space of the halls nejir the history 



room are likewise utilized. Students often stop and examine 
maps and pictures when they have leisure as they come through 
tlie halls. 

The branch of the public library in the Emerson School i-: 
near the history room, and this is an invaluable aid in conduct- 
ing outside readings in source books and the standard man- 
Aofessibiiity uals. Many standard reference books are placed 
of Lii.rarj. ^j^ ^l^^ book cabiucts of the room. No history 

room can be without dictionaries of geography and biography, 
as well as the usual unabridged dictionary, historical and stand- 
ard encyclopaedias and atlases. The pupils of the grades are 
taught how to use them before they take up the high school 
courses. 

In the halls near the history room are s(n'eral large ca'- 
inets in which historical relics are on display. A Jie^itleman 
of the city loaned us his collection of Indian relics for nearly 
Cabinets. a ycar, and from this collection many concrete 

things concerning Indian life and dress have been taught many 
children. In another cabinet we have a collection of pottery 
from Central America. As a further piece of illustrative mat*'- 
rial of this sort are the Babylonian tablets which are frameil 
lietween glass exposing both sides. Anything of historic valu<' 
which citizens are willing to loan can thus be taken care of and 
turned to good use, as well as thereby preserving our own val- 
ual)le relics. 

Bulletin boards are used in the history room and in t!u> 
halls for displaying newspaper pictures, cartoons and articles, 
post cards and other pictures unmounted. This coiivenient 
Riiiietin Boards, mcaus of handling current news is worth wliile. 

In connection with the auditorium we are ena1)led to iis*- 
the stereopticon machine for throwing pictures on tlie scre(Mi 
to illustrate history and geography reports. A program in 
stereopticon. whicli the stcrcopticou or moving picture ma- 
chine is used is always enjoyed by the students, as well as be- 
ing profitable. 

A short quotation from the HISTORY TEACHER'S 
MAGAZINE * is pertinent at this point : 

"We are said to be still far behind France, Germany, and England 
in our estimate of the value of illustrative material and in our willingness 
to expend money for the same. Nevertheless, interest can be aroused and 
in almost any community some of the essential features of 
Ideal History an ideal history room can be evolved. Good working 
Hoom. desks where the pupils can draw maps, work out the 

interpretation of pictures, or solve some of the problems 



offered by source material, directly under the teacher's eye, are a first 
desideratum. Materials and tools for drawing, colored crayons, and suit- 
able paper for map work, paste pots and brushes, scissors, heavy card- 
board, assorted pieces of wood, manila paper, are some of the homely, but 
useful articles in the history workshop. Maps, charts, pictures, pieces of 
statuary, models are to be acquired according to the means of com- 
mand. ... A good lantern, plus a projectoscope for the use of postcards 
and chance pictures, is certainly most desirable. The educational value of 
the lantern exhibit is perhaps not equal to that of pictures and models, 
but it adds a large and vital element to the interest and enjoyment of a 
class. It should be borne in mind that, while to entertain or to give 
'desultory information' is a legitimate purpose in the use of illustrative 
material, it is always decidedly a secondary one, and the fundamental 
purposes are: (1) to add definite and concrete knowledge to the pupil's 
store of historical information; (2) to awaken that lively historical curiosity 
which stimulates to independent reading and study without the imminent 
goad of the teacher's injunctions or the whip and spur of the periodical 
report card sent home to trouble parents. All illustrative material and 
equipment for the history rooms should be evaluated on this basis and 
acquired in the sequence suggested by these ends." 

*The use of Illustrative Material in Secondary Schools, by Maud 
Hamilton, of the Wisconsin High School of the University of Wisconsin. 
— History Teacher's Magazine, March, 1914. 

We like the idea of calling the history room a "Work- 
shop." We believe that all illustrative materials should aid 
in the main object in teaching history, and not become an end 
in themselves. Our experience is that there is too little use 
of such expedients for enlivening history work than too much. 
On this point one of our foremost educators says : 

"Too many maps, even large ones from the govern- 
(i. .'»taiiU'j- Hall, nient. too incessant reference to geography, and especially 
i'}<iiicati<>iiiii too many pictures, lantern slides, perhaps games with 

I'roiiiems, II., history cards, it seems to me, some^ authorities to the 
!•• -"'i- contrary notwithstanding, we can hardly have." 

We l)elieve the equipment for vital history teaching in- 
cludes more than just a room where pupils come to recite and 
licar h^'turcs. Historical materials should not hp confined to 
<<MifiuNion. one recitation room. The walls of the recitation 

room should be used, and also the walls in the halls adjoining 
the history room. Special reports, debates, and the like should 
be heard in the class room, but also in the auditorium or as- 
sembly room. Books should be used in the history room, but 
also in the li])rarv. 



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ONE CORNER OF THE HISTORY ROOM. 
(Summer of 1913) 
Emerson School. 

All inanimate objects shown here, with the exception of the chairs, were 
constructed in the Emerson School. The tables were constructed in the Emer- 
son Cabinet Shop under the supervision of Mr. S. S. Cowan. The mounted 
Perry pictures in the rear of the room were selected and mounted by several 
girls, who presented special reports upon Renaissance Art. Nearly all of these 
pictures have a typewritten explanation pasted on the back of the card. 

At this time the Balkan war had reached its second stage, and the map of 
the Balkan Peninsula was relegated to the rear wall. Beneath this is a chart 
which illustrates some of the leading campaigns of the Civil War with con- 
siderable detail. This latter was constructed by eighth year pupils. The chart. 
"The Way a Bill Becomes a Law," was voluntarily constructed by a ooy in the 
same class. 

This picture is inserted to show that the history room presents different 
kinds of illustrative material. The picture was taken during the summer 
session, and this explains the unconventional appearance of the instructor. 



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